A Quasi-Experimental Multilevel Study Examining High-Impact Practices and Deep Approaches to Learning
Fassett, Kyle T.; Haeger, Heather; BrckaLorenz, Allison
Association for the Study of Higher Education, 2020, November.
High-impact practice research often focuses on improving student persistence and academic achievement with less of an emphasis on the development of student learning processes. Further, many studies historically center majority populations in research due to sample size restrictions or methodological procedures. This study uses national survey data to examine over 347,000 seniors’ experiences at more than 1,100 four-year colleges and universities with high-impact practices and students’ reported learning processes. A hierarchical linear model with propensity scores and effect codes show the relationship between six high impact practices and students’ learning processes while de-centering motivating factors and majority populations. Findings indicate both service-learning and learning communities promoted the outcomes under investigation with mixed results among the others. Differences emerged by race/ethnicity, gender identity, sexual orientation, and ability status. We broadly discuss implications for higher education and future research.
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Difficult Discourse and Critical Pedagogies: A Large-Scale Mixed-Methods Exploration of Faculty Practice
Hurtado, Sarah; BrckaLorenz, Allison; Sisaket, Lesley; Washington, Sylvia
Association for the Study of Higher Education, 2020, November.
Using critical pedagogy as our framework, this study’s purpose is to explore faculty members’ ability to engage in difficult discourse with their students and their use of related critical pedagogies. The findings come from a large-scale multi-institution mixed-methods study to provide guidance for faculty to participate in this work.
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Faculty Use of Collaborative Learning and Approaches to Learning: Examining Social Aspects of Online Learning
Hiller, Stephen; Nelson Laird, Thomas
Association for the Study of Higher Education, 2020, November.
This large-scale study expands knowledge of online teaching by comparing faculty practices around collaborative learning and deep approaches to learning in online and in-person courses. Findings indicate that online faculty emphasize deep approaches more than in-person, but use collaborative learning less. Implications for faculty and researchers are discussed.
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Trial and Error: Socialization’s Failure to Teach Us How to Teach
BrckaLorenz, Allison; Hurtado, Sarah; Palmer, Dajanae; McCoy-Simmons, Casey
Association for the Study of Higher Education, 2020, November.
Socialization is a major component to faculty development, but without intentional direction it can fail to produce effective educators. The purpose of this large-scale mixed-methods study is to explore teaching influences, missed opportunities to prepare faculty for handling challenging teaching situations, and ways we can improve the socialization process. Results highlight the importance of faculty experiences as undergraduate and graduate students, the value of professional associations and conference participation, and the great range in faculty desires for professional development as educators. Potential implications include a focus on early socialization experiences, encouraging the Scholarship of Teaching and Learning, and providing equitable opportunities to support vulnerable populations.
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Belonging, teaching environments, & grading: An exploration of faculty emotion
Fassett, Kyle; Nelson Laird, Thomas; BrckaLorenz, Allison; Strickland, Joe
POD Network Annual Conference, 2020, November.
The session provides an overview of faculty members’ sense of belonging to their institutions, their sense of supportive teaching environments, and their thoughts about grading. Findings from our large-scale, multi-institutional study help faculty developers and other administrators better understand faculty members and how these affective constructs vary by faculty sub-groups. Participants will be invited to join in a conversation about the results and how the study’s findings could lead to providing better support to faculty members in their varied roles on college campuses.
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Navigating difficult discourse: Understanding faculty strategies for challenging teaching situations
Hurtado, Sarah; BrckaLorenz, Allison; Sisaket, Lesley; Washington, Sylvia
POD Network Annual Conference, 2020, November.
Using critical pedagogy as a guide, we illuminate how educators can approach teaching in a way that humanizes students and encourages the examination of oppressive practices and ideologies through discourse centered on difficult topics. Presenters will offer insights from a large-scale mixed-methods study of faculty preparation for dealing with difficult situations in their courses and supporting students with complex concerns. This session will provide evidence-based practices and strategies to support the work of faculty and faculty developers in dealing with difficult situations involving incivility, disclosure of sensitive information, sexual assault, mental health, and other challenging topics.
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No one taught me to teach: Preparation for challenging situations
BrckaLorenz, Allison; Hurtado, Sarah; McCoy-Simmons, Casey; Palmer, Dajanae
POD Network Annual Conference, 2020, November.
Socialization is often the mechanism through which faculty acquire knowledge of teaching behaviors, but teaching-related training can have a powerful impact on practice. This session will provide evidence-based practices and strategies to support the work of educational developers by sharing results from a large-scale, multi-institution mixed methods study asking faculty about influences on their teaching, examples of teaching-related training that has been useful, and training they wish they’d had. We will additionally share strategies faculty have used and how prepared faculty feel to deal with difficult situations in their courses such as student incivility and controversial events on campus.
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Revisiting the Impact of LLCs on Student Engagement and Success
Fosnacht, Kevin, Gonyea, Robert M., Fassett, Kyle T., & Graham, P.
ACUHO-I Academic Initatives, Virtual, 2020, October.
Campus housing has changed markedly in recent years, prompting questions about its impact and the benefits of living-learning communities (LLCs) in particular. Sponsored by an ACUHO-I research grant, we surveyed a diverse, multi-campus sample of residents to study the relationships between LLC participation, engagement, perceived gains in learning and development, and persistence. Results affirm LLCs promote engagement in expected ways, but also point to areas for improvement. Implications for practice will be discussed.
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Roommate Assignments: Managing The Process and Supporting Students of Color
Gonyea, Robert M., Graham, Polly, Fosnacht, Kevin, & Fassett, Kyle T.
ACUHO-I Business Operations Conference, Virtual, 2020, October.
Getting a roommate is one of the first milestones of a student’s campus experience. In the past decade, the rise of social media and online roommate-matching sites has changed how students find roommates, and the proportion of incoming students choosing their preferred roommate has increased. Lately, however, multiple institutions moved to requiring incoming students to have institutionally-assigned roommates in the hope of increasing cross-cultural interactions. We investigated this assertion using data from 76 schools participating in an ACUHO-I sponsored study. Results show that preventing students from choosing their own roommates is not an effective method of increasing interactional diversity. We also discovered that the policies can have negative consequences for students of color. Considering these findings, the NSSE research team makes recommendations for institutions.
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All NSSE session recordings from the 2020 Assessment Institute are now available for viewing.
Assessment Institute, 2020, October.
All NSSE staff and related session recordings from the 2020 Assessment Institute hosted by IUPUI, are now available for viewing.

• 05A Plenary Session and Panel Discussion
  Teresa Leyba Ruiz, Glendale Community College; Stephen P. Hundley, IUPUI, Keston H. Fulcher, James Madison University; Natasha Jankowski, National Institute for Learning Outcomes Assessment (NILOA) and University of Illinois Urbana-Champaign; Jillian Kinzie, Indiana University—Bloomington and NILOA; Verna F. Orr, University of Illinois Urbana-Champaign and NILOA; Hamsa Marikar, Watermark
• 07B* Advancing Institutional Assessment: Lessons from Excellence in Assessment 2020 Designees
  Jillian Kinzie, Indiana University—Bloomington and National Institute for Learning Outcomes Assessment (NILOA); Frank Hall, Northwestern State University of Louisiana; Kristen Springer Dreyfus, East Carolina University (ECU); and Rebecca Lewis and Diane Waryas Hughey, The University of Texas at Arlington
• 08D Dealing with Tough Moments: Assessing Faculty Preparation for Teaching Challenges
  Kyle T. Fassett and Allison BrckaLorenz, Indiana University-Bloomington; and Sarah S. Hurtado, University of Denver
• 09O NSSE’s 3rd Decade: Synthesizing Contributions and Highlighting New Emphases in Assessment and Student Engagement
  Jillian Kinzie, Indiana University—Bloomington and National Institute for Learning Outcomes Assessment (NILOA); Robert Gonyea and Alexander McCormick, Indiana University-Bloomington
• 12A Assessing HIP Quality: Evidence from the Literature and Students’ Experience
  Jillian Kinzie, Indiana University—Bloomington and National Institute for Learning Outcomes Assessment (NILOA); Brendan Duggan, Robert Gonyea, Alexander McCormick, and Samantha Silberstein, Indiana University-Bloomington
• 13A Assessing the Faculty Role in High-Impact Practices
  Kyle T. Fassett, Allison BrckaLorenz, and Thomas F. Nelson Laird, Indiana University-Bloomington
• 14J Assessment with the Improvement of Student Learning as the End Goal
  Jillian Kinzie, Indiana University—Bloomington and National Institute for Learning Outcomes Assessment (NILOA); Kathleen Gorski, Waubonsee Community College; Kathleen Gorski, Natasha Jankowski, National Institute for Learning Outcomes Assessment (NILOA); and Monica Stitt-Bergh, University of Hawai‘I at Mānoa
• 15C Developing Culturally Responsive Multiple Assessments of Student Learning in Diversity-Inclusion-Social Justice (DISJ) Core Courses and National Survey Results (CECE and NSSE) to Advance Campus Conversations
  Jesse Mills, Carole Huston, Paula Krist, and Antonieta Mercado, University of San Diego
• 16B A Conceptual Framework and Strategies for Examining High-Impact Practices
  Kyle T. Fassett, Indiana University-Bloomington
• 18A Equity and Inclusivity in the Assessment of High-Impact Practices
  Heather Haeger, California State University, Monterey Bay; and Allison BrckaLorenz, Indiana University-Bloomington
• 20D Better Together: How Student Learning Outcomes Assessment and Faculty Development Can Partner to Strengthen Student Success
  Pat Hutchings, National Institute for Learning Outcomes Assessment (NILOA) and Bay View Alliance (BVA); and Jillian Kinzie, Indiana University—Bloomington and National Institute for Learning Outcomes Assessment (NILOA)

Assessing the Faculty Role in High-Impact Practices
Fassett, Kyle T.; BrckaLorenz, Allison; Nelson Laird, Thomas F.
Assessment Institute, 2020, October.
High-impact practices are effective educational practices leveraged to improve student outcomes, and often faculty members are key to their facilitation. This session examines faculty roles in emphasizing students’ participation and engaging students in these practices. We will share characteristics of faculty who encourage and partake in these activities with an emphasis on assessment practices for gathering more information about faculty experiences with high-impact practices. Attendees will have the opportunity to learn from one another through sharing their own challenges and successes in measuring faculty involvement in high-impact practices and how they cultivate a culture of high-impact experiences on campus.
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Dealing with tough moments: Assessing faculty preparation for teaching challenges
Fassett, Kyle T.; BrckaLorenz, Allison; Hurtado, Sarah
Assessment Institute, 2020, October.
Faculty are increasingly placed in situations where they have to navigate difficult teaching situations (student incivility, disclosure of sensitive information, controversial events, etc.) and challenging conversations with students (sexual assault, racism, mental health, etc.). As such, it is important to examine faculty preparation for managing such situations, what strategies they implement when they encounter these concerns, and what related training they wish they had received. Findings from a large-scale quantitative and qualitative study of teaching challenges will guide a discussion about assessing and supporting faculty efforts to navigate difficult teaching situations through professional development programming.
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Equity and Inclusivity in the Assessment of High-Impact Practices
Heager, Heather; BrckaLorenz, Allison
Assessment Institute, 2020, October.
As we seek to assess what works and what needs improvement in High-Impact Practices (HIPs), it is essential that we critically examine our assessment strategies and methodologies. Many assessment plans inadvertently overlook the experiences of diverse student populations and only focus on large, aggregate data that reflects the experiences of traditionally privileged, majority students. This session will focus on how to conduct more inclusive assessment, including specific strategies for: creating more inclusive survey questions, how to assess the experiences of small populations in order to improve the experiences of small populations, more equitable quantitative methods, and democratically engaged assessment strategies.
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Survey Inclusivity: Centering Minoritized Groups in Survey Design
Priddie, Christen; BrckaLorenz, Allison
Assessment Institute, 2020, October.
The emergence of critical quantitative methodologies emphasizes the importance of using race-conscious approaches to highlight the centrality of race in student experiences, as a neutral approach can support a deficit framing. This session explores why it is important to center racially minoritized groups in survey design in order to move toward more equitable assessments of their experiences. Discussion will focus on an example of intentionally centering Black college student experiences in a quantitative study of collaborative learning and perceptions of campus climate with tips and strategies for participants to center racially minoritized voices in their own assessments.
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How Do We Know Advising Is Done Well? Using NACADA Core Competencies to Assess Advising
Cole, James & Kinzie, Jillian
NACADA Annual Conference, 2020, October.
This sessions suggests how institutions can use NSSE & the Advising Module to:
* consider advising practice overall (are students experiencing quality advising to support learning, engagement and persistence?),
* assess the impact of advising aligned with NACADA standards,
* investigate differences in advising experiences by race/ethnicity, first generation status, gender identity, and disability status for their students, and
* determine if groups of students for example, those earning lower grades or who have lower intentions to return differ in their advising experiences.
View the recorded presentation
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New insights into faculty advising: An overview of national patterns and trends
Fassett, Kyle; Woodlee, Kara M.; BrckaLorenz, Allison
NACADA Annual Conference, Virtual, 2020, October.
This session provides an overview of faculty advisors across the U.S. using a large-scale data-set from the 2019 administration of the Faculty Survey of Student Engagement (FSSE). Presenters will share survey findings including an overview of the national landscape of faculty advisors, what faculty tend to emphasize during the advising process, and what can be done to support faculty in their roles as advisors. Participants will be invited to share their experiences collaborating between faculty and advising units. Implications for attendees will be highlighted through a large group discussion.?
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High School Disrupted: First-Year Expectations of 2020 High School Graduates
Cole, J. S., & Kinzie, J.
Southern Association for Institutional Research, Virtual, 2020, October.
The COVID pandemic left no part of education untouched. Spring 2020 was clearly a dramatic shift for high schools, teachers, and students. With little online learning experience, this is the first entering class with increased responsibility for directing their own learning. This session highlights survey findings from thousands of 2020 high school graduates entering college. The study examines their high school learning experiences, college expectations and preparedness, as well as their feeling prepared to taking future online courses. The presenters will facilitate discussion among the participants about what we have collectively learned and how this can inform future plans.
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Campus Housing, Student Engagement and Persistence
Gonyea, Robert; Fosnacht, Kevin; Graham, Polly; Fassett, Kyle
ACUHO-I 2020 Virtual Summit, 2020, June.
For the past three years, a team of researchers from the National Survey of Student Engagement has been studying the impact of residence life on first-year and sophomore students enrolled at 76 residential campuses. This session will overview their findings and make recommendations to improve practice. Topics covered include student engagement, living-learning programs, roommate selection, and persistence.
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Lost at the crossing? Tips for assessing intersectional experiences
BrckaLorenz, Allison; Fassett, Kyle T.; Kirnbauer, Tom; Washington, Sylvia
Association for Institutional Research Annual Forum, 2020, May.
Faculty and administrators are often tasked with educating the whole student upon their arrival at college, so it is important to understand ways to assess the whole student. Often student demographics and characteristics are examined one at a time such as by examining differences by racial/ethnic, gender, or other known influences on the student experience. Disaggregating data in this way, allows us to better understand how different students understand and participate in their environment. This poster provides an overview of four different examples to better examine small populations with attention to intersections of identity.
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Person-centered approaches to inclusive data analysis
BrckaLorenz, A., Kirnbauer, T., & Nelson Laird, T.
Association for Institutional Research Annual Forum, New Orleans, LA., 2020, May.
Demographic questions are critical to our understanding of student and faculty experiences, allowing us to learn about marginalized subpopulations, find areas of inequity, and close gaps in achievement. Although this work is necessary, it does present challenges for critical and inclusive approaches to data analysis. Person-centered approaches, grouping people based on similar experiences or outcomes, allow for more nuanced stories of experiences. To illustrate the benefits of this approach, facilitators will guide participants through a series of examples using person-centered explorations, unpacking the challenges and possible solutions for using such methods for more critical and inclusive quantitative analyses and reporting.
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What's next for student engagement and institutional assessment
Kinzie, J.; BrckaLorenz, A.; Gonyea, R.; Kirnbauer, T.; Sarraf, S.
Association for Institutional Research Annual Forum, 2020, May.
Over the past 20 years, the National Survey of Student Engagement (NSSE) has helped institutional researchers gain insight into institutional quality. Further, a shifting higher education landscape requires institutional researchers to reconsider how assessment is conducted. NSSE continues to search for innovative ways to understand student engagement and serve as a valuable assessment tool for institutions. In this session, we will focus on three areas that impact institutional assessment: changing student demographics, developments in teaching and learning, and innovative approaches to assessment. The session will conclude with an active discussion with participants about the trends and possibilities at their institutions.
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Senior international students' perceptions of gains while attending U.S. colleges
Oktafiga, D.; BrckaLorenz, A.
NAFSA 2020 Annual Conference & Expo, St. Louis, MO, 2020, May.
Using the 2015-2017 National Survey of Student Engagement (NSSE) data from senior college students (n=13,950), this study explores the variations of senior international students’ perceptions of gains while attending 1,029 U.S. colleges/universities. Results indicate that seniors from the African Sub-Saharan region gained the most in terms of academic and personal skills while seniors from Canada perceived gains the least.
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A multi-institutional study of teaching development opportunities and faculty practice
Fassett, K.; BrckaLorenz, A.; Hiller, S.; Nelson Laird, T.
American Educational Research Association Annual Meeting, 2020, April.
Research on faculty teaching development is robust, with small-scale research studies on specific teaching development experiences or practices in particular fields. To contextualize the myriad of teaching development efforts available to faculty, this large-scale multi-institution study of nearly 4,500 faculty seeks to broaden our understandings of who participates in teaching development practices, how their participation relates to their institutional environments, and how their participation connects to use of effective teaching practices. Results show there are some notable trends by field, identity, the type of courses taught, and institutional characteristics. The overview of professional development participation in this study gives strength to positive findings from smaller-scale research studies and provides a solid base for more specific studies of these practices.
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Are Black women faculty and Women of Color faculty synonymous?
Priddie, C.; Palmer, D.; Silberstein, S.; BrckaLorenz, A.
American Educational Research Association Annual Meeting, 2020, April.
Black women faculty in the professoriate are often lumped into broader women of color categories when examining their experiences in academia. However, women of color are not a monolith and their experiences should be examined with disaggregation. The current study examined the time allocation of Black women faculty in relation to other women of color faculty to assess whether narratives compiling all women of color faculty together are appropriate. Results showed that Black women faculty differ in how they allocate their time in relation to their women of color counterparts. Our findings suggest that studies conducted aggregating the stories of women of color are not portraying the unique experience Black women faculty are facing.
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Classifying higher education institutions by their general education requirements
Holcombe, E.; Nelson Laird, T.; Kwon, J.; BrckaLorenz, A.
American Educational Research Association Annual Meeting, 2020, April.
General Education (GE) curricula specify requirements, most often fulfilled through coursework, that undergraduate students need to satisfy in addition to and often preceding a specialized major or program. Due to the decentralized nature of the American higher education system and lack of national requirements or guidelines, however, GE requirements vary from one institution to another. This exploratory study investigates patterns of GE requirements among a selection of 154 institutions and determines whether and how institutions could be grouped or classified by their GE requirements. Our five-dimension typology is parsimonious and meaningfully distinguishes between GE patterns giving us insightful information about the values and goals of institutions that are not communicated through our traditional categorizations.
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Collegial and departmental support matters: An exploration of teaching cultures and practice
Strickland, J.; Hengtgen, K.; BrckaLorenz, A.; Nelson Laird, T.
American Educational Research Association Annual Meeting, San Francisco, CA, 2020, April.
Even though many colleges and universities are increasingly supporting teaching and learning centers, SoTL, faculty learning communities, and other evidence-based teaching practices, uncertainty still remains regarding the impact of these practices and programs on quality student learning. Often colleges and universities simply give “lip service to the idea” of good teaching, and yet lack organizational commitments and structures to truly support teaching. Using a large-scale, multi-institutional study of teaching cultures, this study explores faculty perceptions of commitment to quality teaching and faculty perceptions of departmental and institutional support for teaching. The results carry implications for departmental and institutional initiatives in support of teaching and the improvement of pedagogical practice towards equitable college student learning.
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Developing transferable skills for the public good
Kirnbauer, T.; BrckaLorenz, A.
American Educational Research Association Annual Meeting, 2020, April.
Transferable skills are crucial for undergraduates to be prepared to enter the workforce after college. Previous research has shown how effective educational approaches enhance student learning. There is, however, limited research that understands how the emphasis on transferable skills relates to the value of deep approaches to student learning. This paper analyzes how faculty emphasis of transferable skills, through analytical writing and problem-solving, is related to deep approaches to learning in higher education. Data come from a large-scale, multi-institutional study that surveys faculty at four-year institutions. Findings indicate that the intentional development of transferable skills has a positive relationship with emphases on deep approaches to learning. The study reinforces the importance of collaboration between multiple stakeholders to foster student learning.
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Examining the relationship between faculty development opportunities and teaching practices
Fassett, K.; BrckaLorenz, A.
American Educational Research Association Annual Meeting, 2020, April.
Teaching is arguably the lifeblood of higher education as students enroll in higher education institutions to learn new information. Faculty often partake in developmental opportunities that seek to improve their pedagogical practices and the student experience. Seeing the importance in understanding teaching, this study uses a multi-institution data set to examine the relationship between development opportunities and faculty use of effective teaching practices and course goals. Findings indicate that informal practices including discussing teaching with colleagues, speaking with students beyond course evaluations about classroom practices, and reading pedagogy books increased use of effective teaching practices. These findings have implications for faculty developers coordinating teaching development opportunities, administrators investing funding in development, and faculty who are looking to change their practices.
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"Step it up": Increasing LGBTQ+ inclusivity in and out of class
BrckaLorenz, Allison; Duran, Antonio; Haeger, Heather; Velasquez, Selena
AAC&U's Diversity, Equity, and Student Success Conference, 2020, March.
Creating a positive campus climate for LGBTQ+ folx requires efforts both in-and out-of-class. The lack of representation/visibility of diverse experiences can be detrimental for all students regardless of sexual orientation or gender identity. To frame the discussion of LGBTQ+ inclusive courses and campuses, this session will utilize analyses from a large-scale, multi-institution quantitative and qualitative data set. This study examined student perceptions of the inclusion of LGBTQ+ issues in curricula and the relationship to other forms of engagement. We use individual’s write-in responses along with scholarship to guide an organic dialogue where participants share their experiences as well as learn strategies to bring back to their own communities.
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Including mental wellness: A more holistic view of student success
Washington, S.; Brandon, J.; Holmes, B.; BrckaLorenz, A.
ACPA-College Student Affairs Educators International Convention, 2020, March.
To better support diverse student populations, this study uses large-scale, multi-institution survey data that focuses on students’ mental wellness. Participants in this session will discuss the relationship that race and gender have on students’ mental wellness, explore how adverse feelings affect student success, and gain insight into students’ awareness of how to get help. Implications will focus on holistic and proactive solutions.
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Student Living Arrangements: An Exploration of Marginalized Identities
Fassett, Kyle T.; Gonyea, Robert M.; Graham, Polly A.; Fosnacht, Kevin
ACPA-College Student Affairs Educators International Convention, Nashville, TN, 2020, March.
While past research found on-campus living to benefit student success, recent studies find mixed support, particularly for marginalized groups. This study focuses on first-year and sophomore students of color, LGBQ+ students, gender non-binary students, and students with disabilities, analyzing where they live as related to a variety of outcomes. Data come from 76 residential colleges and universities that participated in NSSE during 2018. Results show differences in where students report living and students’ engagement and perceptions of belongingness and safety in their living communities.
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Campus Housing, Student Engagement and Persistence
Gonyea, Robert; Fosnacht, Kevin
ACUHO-I State of the Profession, New Orleans, LA, 2020, February.
This presentation summarizes recent research examining the direct and indirect relationships of first-year and sophomore students' living arrangements on student engagement and persistence.
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Student engagement and institutional assessment: Current trends and future possibilities
McCormick, A., Kinzie, J., BrckaLorenz, A., Gonyea, R., Sarraf, S.
Association of American Colleges & Universities Annual Meeting, Washington, DC, 2020, January.
With the National Survey of Student Engagement marking its 20th year, we invite participants to explore the trends and possibilities of engagement as a lens for examining institutional quality. This session, conducted as a research town hall, will focus on three broad areas: 1. Changing demographics—What are the emerging demographics on your campus? How will new kinds of students challenge and shape what we know about engagement? 2. Developments in teaching and learning—Do current measures of engagement adequately cover what is essential to the improvement of student learning? What new forms of engagement should we assess? 3. Approaches to assessment—What trends should a large-scale survey assessment project consider over the next decade to facilitate evidence-informed improvement? After briefly introducing each topic, the presenters will facilitate an active discussion with participants about the trends and possibilities at their institutions and in higher education overall.
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Aligning deep learning with classroom time use: A view of disciplinary variations among faculty
Hiller, S., BrckaLorenz, A., & Nelson Laird, T.
Association for the Study of Higher Education Annual Conference, Portland, OR, 2019, November.
This exploratory study seeks to reimagine research into disciplinary differences in teaching approaches through multilevel methods that allow the examination of over 100 specific disciplines. Findings suggest that focusing on broad categories of disciplines could mask underlying variations in how faculty approach teaching.
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Culturally engaging courses and campuses for LGBQ+ issues
BrckaLorenz, A., Duran, A., Haeger, H. & Duenaz, U.
Association for the Study of Higher Education Annual Conference, Portland, OR, 2019, November.
This study examined student perceptions of how open their institution is to integrating LGBQ+ topics in curricula and how this relates to other forms of engagement. We found differences by major and sexuality, and that relationships between engagement and LGBQ+ topic inclusion are strong for LGBQ+ and non-LGBQ+ students.
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Examining the relationship between living environments and sense of community: A multi-institution study
Hurtado, S., Fassett, K., & BrckaLorenz, A.
Association for the Study of Higher Education Annual Conference, Portland, OR, 2019, November.
This study seeks to expand the often-mixed results about college living arrangements. We examine differences between various on-campus and off-campus options as they relate to students sense of community and belonging. We specifically focus on students from marginalized backgrounds who have been historically underrepresented in college environment studies.
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Exploring interactions of race and discipline in teaching practices: Focusing on faculty of color in STEM
Hiller, S., BrckaLorenz, A., Priddie, C., & Nelson Laird, T.
Association for the Study of Higher Education Annual Conference, Portland, OR, 2019, November.
This study seeks to center the experiences of minoritized faculty to better understand how diverse faculty approach teaching in different disciplines. Findings suggest that students in STEM courses taught by faculty of color may experience deeper and more meaningful learning than in STEM courses taught by White faculty.
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Top college choice differences among students' sexual orientations
Fassett, K., & Pike, G.
Association for the Study of Higher Education Annual Conference, Portland, OR, 2019, November.
This paper aims to examine college enrollment trends of queer students using Pernaâ??s (2006) conceptual model of student college choice focusing on aspects of capital and the recruitment of these students. The research questions of the study are: what differences exist between students selecting their top institution by sexual orientation, and how do social factors influence queer students selecting these institutions? Data from the Beginning College Survey of Student Engagement (BCSSE) paired with the National Survey of Student Engagement (NSSE) for students entering college in 2017 and 2018.
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Diversity beyond content: Examining physical and life science fields
BrckaLorenz, A., Priddie, C., & Haeger, H.
Association of American Colleges and Universities Transforming STEM Higher Education Conference, Chicago, IL, 2019, November.
This session uses large-scale multi-institutional data to examine the experiences of diverse students within specific fields of the STEM conglomerate. Within specific STEM disciplines, we first examine a nuanced view of compositional diversity, then student engagement in culturally engaging course work, and finally perceptions of institutional commitment to diversity. In doing this, we find some fields to be highly supportive of diversity, thus problematizing the STEM umbrella. In this session, we will discuss the idea that support for diversity in STEM fields can be improved by looking within. We will focus on practical behaviors faculty and staff can do to foster more support for diversity in STEM fields and how the cultures of STEM fields themselves shape the meaning of diversity in courses.
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Mining and maximizing NSSE data to advance student success
Kinzie, J. (NSSE, Indiana University Bloomington), Castellino, L. (Humboldt State University), Swarat, S. (California State University Fullerton), & Shindledecker, E. (San Francisco State University)
California Association for Institutional Research Annual Conference, Seaside, CA, 2019, November.
Student engagement data provides colleges and universities useful insights into aspects of the undergraduate experience that matter to understanding the whole student and, importantly, what the institution does to promote their success. Yet making full use of institutional National Survey of Student Engagement (NSSE) data is challenging. This session highlights the varied approaches undertaken by institutional research professionals at several CSUs to maximize NSSE data use and mine results to address the system's Graduation Initiative 2025. Participants will learn from effective examples of sharing data in a "Did You Know?" campaign, the use of first-year student data to influence retention, approaches to studying the benefits of high-impact practices, and efforts to interpret qualitative student comments, and will reflect on practices for their own institution.
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Using student engagement data to inform decision making about student success
Kinzie, J. (NSSE, Indiana University Bloomington), & Henderson, A. (Stetson University)
National Association of College and University Business Officers Integrating Analytics Forum, Orlando, FL, 2019, November.
More than 1,600 four-year colleges and universities have data from NSSE about student engagement in practices that matter to student learning and success. Although many institutions use these data to monitor and document effectiveness, too few regularly use their results to make data-informed decisions. This session highlights lessons from campuses that have effectively used NSSE data to make strategic decisions about resource allocation and to inform efforts to enhance undergraduate education. We will highlight how Stetson University used powerful data visualization to expand access to and use of NSSE data to inform institutional decision making and to explore the role of institutional research in helping colleges and universities know where to invest. Join this discussion about general lessons for using educational quality measures and, in particular, how NSSE data can help you make better decisions about student success.
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Educational environments for faculty: Improving postsecondary teaching through assessment
Strickland, J., BrckaLorenz, A., Fassett, K., Nelson Laird, T.
Professional and Organizational Development Network Annual Conference, Pittsburgh, PA, 2019, November.
This session focuses on understanding the relationship between faculty members' educational environments and their teaching practices. Results from a large-scale, multi-institutional study give insight into these environments by documenting faculty sense of departmental belonging, collegial commitment to quality teaching, and access to resources to meet high standards. Participants will engage in a conversation about how to best assess educational environments, differences across faculty characteristics, and how to create momentum for change.
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Top college choice among students’ sexual orientations
Fassett, K. T., & Pike, G. R.
ssociation for the Study of Higher Education Annual Conference, Portland, OR, 2019, November.
This paper aims to examine college enrollment trends of queer students using Perna’s (2006) conceptual model of student college choice focusing on aspects of capital and the recruitment of these students. The research questions of the study are: what differences exist between students selecting their top institution by sexual orientation, and how do social factors influence queer students selecting these institutions? Data from the Beginning College Survey of Student Engagement (BCSSE) paired with the National Survey of Student Engagement (NSSE) for students entering college in 2017 and 2018.
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Revisiting the impact of LLCs on student engagement and success
Fosnacht, K., Graham, P., Gonyea, R. M., Hurtado, S., & Fassett, K.
ACUHO-I Academic Initiatives Conference, Minneapolis, MN, 2019, October.
Campus housing has changed markedly in recent years, prompting questions about its impact and the benefits of living-learning communities (LLCs) in particular. Sponsored by an ACUHO-I research grant, we surveyed a diverse, multi-campus sample of residents to study the relationships between LLC participation, engagement, perceived gains, and persistence. Results affirm LLCs promote engagement in expected ways, but also point to areas for improvement. Implications for practice will be discussed.
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20 years of student engagement: Insights about students, assessment, and college quality
Kinzie, J., Gonyea, R., & McCormick, A.
Assessment Institute 2019, Indianapolis, IN, 2019, October.
In 2020 the National Survey of Student Engagement enters its third decade assessing the quality of undergraduate learning and success. In 20 years, the student engagement movement has surely changed our notions of quality in higher education. Most institutions now value a culture of evidence, promoting deep approaches to learning, developing high-impact practices, and tracking engagement indicators. This session reviews the most important findings about student engagement in the past two decades, and asks participants to consider what engagement will look like in the next decade. What is next for assessing quality in undergraduate education and collecting evidence for improvement?
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Assessing environmental factors that promote quality collegiate teaching
BrckaLorenz, A., Nelson Laird, T., Fassett, K., Hiller, S., & Strickland, J.
Assessment Institute 2019, Indianapolis, IN, 2019, October.
As the need to improve undergraduate education intensifies, assessment of student and faculty practices should be complemented by information about the environmental conditions that help faculty members do their best work. This session focuses on understanding the relationship between faculty educational environments and their teaching practices. Results from a large-scale, multi-institutional study give insight into these environments by documenting faculty sense of departmental belonging, collegial commitment to quality teaching, and access to resources to meet high standards. Session participants will engage in a conversation about how to best assess educational environments, and how to create momentum for change.
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Assessing the quality of undergraduate living arrangements: Relationships with engagement and persistence
Fosnacht, K., Gonyea, R., Fassett, K., & Graham, P.
Assessment Institute 2019, Indianapolis, IN, 2019, October.
This presentation overviews research findings from the National Survey of Student Engagement's living arrangements study. It discusses student persistence, the sophomore experience, roommate matching policies, and living-learning communities.
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Challenges and benefits of cross sectional assessment
Fassett, K. & BrckaLorenz, A.
Assessment Institute 2019, Indianapolis, IN, 2019, October.
Repeated assessments are intended to generate knowledge about changes occurring on campuses to make informed decisions; however, data often lay dormant, not reaching their full potential beyond a single use. This session clarifies the differences between the uses of longitudinal studies and cross�sectional examinations and discusses strategies for using cross�sectional data to discover trends in student outcomes. Examples include investigations of teaching practices and student engagement over time. Examples will be provided for using both multi�institutional and single institution data sets.
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Getting beyond the label: What makes high-quality HIPs, how widespread are they, and who has access to them?
McCormick, A., Kinzie, J., Gonyea, R., Dugan, B., & Silberstein, S.
Assessment Institute 2019, Indianapolis, IN, 2019, October.
High-impact practices (HIPs) represent a core feature of a high-quality undergraduate education and are often hailed as life-changing events. The literature identifies a set of essential elements common across HIPs, yet to date most evidence about HIPs has been limited to student participation in designated HIPs, with scant empirical examination of their implementation. We report on a multi-institution study of studentsâ?? exposure to these elements of quality in six HIPs (learning communities, service-learning, research with faculty, study abroad, internships and field experiences, and culminating senior experiences) to deepen understanding of HIP quality and which students have access to high-quality HIPs.
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Getting lost at the crossing? Tips for assessing intersectional experiences
BrckaLorenz, A., Fassett, K., Kirnbauer, T., & Washington, S.
Assessment Institute 2019, Indianapolis, IN, 2019, October.
Faculty and administrators are often tasked with educating the whole student upon arrival at college, so it is important to understand ways to assess the whole student. This session will discuss factors to consider when quantitatively examining intersecting aspects of studentsâ?? identities, student characteristics, and collegiate endeavors. Case studies will provide examples of challenges and strategies for better understanding ways to assess and better understand the experiences of students with intersecting identities. Attendees will discuss their own challenges and solutions for intersectional analyses and leave with tangible takeaways for their work.
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The next decade of HIPs: Increasing access, quality, and equity
Kinzie, J.
Assessment Institute 2019, Indianapolis, IN, 2019, October.
Many colleges and universities promote the value of high-impact practices (HIPs)--such as service-learning, undergraduate research, internships, and study abroad--and evidence demonstrates that students benefit. Yet simply offering such activities does not guarantee high-quality learning or even participation. Over the past decade, weâ??ve learned the importance of intentionally designed HIPs that are delivered with fidelity, but shaped to the context, a defined purpose and inclusive pedagogy. This session briefly reviews the HIP landscape, introduces new findings about HIP quality and equity, and suggests practical approaches to scaling and ensuring the quality of HIPs.
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Identifying and helping students develop confidence and growth mindset
Cole, J., & Holmes, B.
NACADA: The Global Community for Academic Advising Annual Conference, Louisville, KY, 2019, October.
Self-efficacy and growth mindset research suggests that entering first-year students with a high degree of academic confidence are more engaged during their first year of college, set higher academic goals, and generally are more academically successful. This session will discuss general principles that can help enhance student confidence and growth mindset. We will also use strength-based advising as a guide to discuss how to best serve incoming students who may be lacking in academic confidence and feelings of helpless regarding their academic performance. This session will culminate with examples advisors may use from the Beginning College Survey of Student Engagement (BCSSE) survey to inform practice.
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The ACUHO-I/NSSE Student Housing Study: What have we learned so far?
Graham, P., Fosnacht, K., Fassett, K., Gonyea, R. M., & Hurtado, S.
ACUHO-I Annual Convention and Expo, Toronto, Canada, 2019, June.
Backed by an ACUHO-I Sponsored Research Grant, researchers from the National Survey of Student Engagement surveyed over 55,000 first-year, sophomore, and senior students about their housing, roommates, safety, finances, and well-being. Combining these responses with data on engagement; information about campus facilities, policy, and programming from the ACUHO-I Campus Housing Index; and enrollment records from the National Student Clearinghouse, we are gaining a better understanding of the relationship of housing conditions, student learning, and outcomes. Come listen and ask questions as we share what we have learned about topics like roommate policies, living-learning communities, and more.
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The relationship of sophomore living arrangements on engagement and perceived outcomes
Gonyea, R. M., Fosnacht, K., Fassett, K., & Graham, P.
ACUHO-I Annual Convention and Expo, Toronto, Canada, 2019, June.
Much of the conversation about living on campus focuses on first-year students. In this session, we offer a deep dive into understanding the housing experiences of sophomores at 76 institutions. Using data from the National Survey of Student Engagement and supported by an ACUHO-I Sponsored Research Grant, participants will learn how the background characteristics and engagement of on- and off-campus sophomores are associated with perceptions of safety and support, financial stress, programming, and more. After a presentation of findings, we will engage in a discussion about what this means for housing and residence life policy and practice.
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The role of residence life in undergraduate persistence
Fosnacht, K., Gonyea, R. M., Graham, P., & Fassett, K.
ACUHO-I Annual Convention and Expo, Toronto, Canada, 2019, June.
For many decades, living on campus was believed to be a primary determinant of undergraduate persistence and success. However, more recent research must raise questions about expanding diversity and the experiences of underrepresented groups, changing living arrangements, new programs and learning opportunities, and the changing campus environment in general. This session will present results from a study supported by an ACUHO-I Sponsored Research Grant that examined residence life's contribution to the persistence of first-year and sophomore students at 76 institutions. It will also detail the role residence life programming and factors like perceptions of safety on persistence.
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Faculty development for all? Investigating participation in development opportunities
Fassett, K., Strickland, J., Nelson Laird, T., & BrckaLorenz, A.
Society for Teaching and Learning in Higher Education Annual Conference, Winnipeg, Manitoba, Canada, 2019, June.
The session provides a broad overview of current faculty development practices, the faculty members who participate, and how participation relates to the use of effective teaching strategies. The session will incorporate the Faculty Learning Outcomes Framework to help attendees situate how the participation in faculty development practices relates to potential classroom outcomes. Data come from the 2014-2018 administrations of the Faculty Survey of Student Engagement (FSSE) at 33 institutions. Patterns were examined based on faculty characteristics, disciplines, and demographics related to participation in teaching mentorships, teaching learning communities, and teaching-focused conferences.
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Innovations in teaching: A flipped classroom narrative
Fassett, K., Strickland, J., & BrckaLorenz, A.
Society for Teaching and Learning in Higher Education Annual Conference, Winnipeg, Manitoba, Canada, 2019, June.
The session will offer insights from hundreds of faculty teaching at 18 four-year colleges and universities who have applied flipped classroom techniques in their selected courses. Using data collected by the 2018 Faculty Survey of Student Engagement, presenters will share findings on the types of courses that faculty tend to flip as well as ways in which they structure the delivery of their course content. Session participants will also learn about the challenges and benefits faculty experienced in flipping a course and the reasons why they turned to this pedagogical approach. The general purpose of this session is to inspire thoughtful and strategic planning for faculty and offer an example of how assessment professionals may gauge institutional support for innovative teaching practices.
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What motivates us to teach? Examining faculty motivation for teaching
Strickland, J., Fassett, K., BrckaLorenz, A., & Nelson Laird, T.
Society for Teaching and Learning in Higher Education Annual Conference, Winnipeg, Manitoba, Canada, 2019, June.
Understanding faculty motivations for teaching can provide a powerful window into what encourages instructors to do the work of teaching. We administered a brief survey developed from self-determination theory to over 2,000 instructional staff at nineteen institutions. Using data collected through the 2018 administration of the Faculty Survey of Student Engagement, we investigated how varying faculty and institutional characteristics relate to intrinsic, introjected, and external motivations to teach. In this session, participants will be provided insights into how these three motivation types link to identified faculty and institutional characteristics, as a way to promote the highest levels of instructional effectiveness. Teaching and faculty development initiatives can be designed to explicitly focus on meeting the needs of faculty members to inspire motivation types that highly correlate with effective teaching practices.
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A brief introduction to R
Dugan, B.
Association for Institutional Research Annual Forum, Denver, CO, 2019, May.

Aggregate measures: Development, creation, and validation
BrckaLorenz, A., Fassett, K., & Kirnbauer, T.
Association for Institutional Research Annual Forum, Denver, CO, 2019, May.
Item and scale development are critical components to survey research and are often an institutional researcher‘s best tool for understanding higher education populations. As such, it is vital to develop and use sound instruments that provide useful information. This poster presentation will discuss methods for operationalizing concepts, creating items, forming aggregate measures, and using appropriate means for validation and reevaluation. Processes and examples from national large-scale, multi-institution, longitudinal survey projects will be used as a starting point to show viewers suggestions and provide tips at each stage of the aggregate life cycle.
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Celebrating NSSE's 20th: Making the most of student engagement data
Gonyea, R. M., & Kinzie, J.
Association for Institutional Research Annual Forum, Denver, CO, 2019, May.
In this session, Bob Gonyea and Jillian Kinzie share NSSE‘s achievements, highlight effective institutional reporting and data uses, and preview plans for assessment in the project‘s next several years.
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Crises and considerations for assessment
Fassett, K., & BrckaLorenz, A.
Association for Institutional Research Annual Forum, Denver, CO, 2019, May.
Crises have been studied showing large-scale negative effects on aspects of higher education institutions. However, there has been limited discussion or research about how they appear to influence the operation of institutional research. Given the heightened climate on campuses over the last several years, it is important to consider how crises alter our work. This discussion group begins a conversation about how to prepare, endure, and reflect on ways to analyze data when there may be discontinuity in assessment practices due to crisis.
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How are survey response rates changing? Findings from NSSE
Sarraf, S.
Association for Institutional Research Annual Forum, Denver, CO, 2019, May.
How much have survey response rates changed at colleges and universities over the last decade? Using a National Survey of Student Engagement longitudinal data set (2010 to 2018) based on approximately 1,000 institutions, this study investigates how much response rates have changed over the years, the degree of variability in response rates within any given year, and what factors influence these outcomes, such as school undergraduate enrollment and the use of survey incentives. While reviewing this poster presentation, attendees will also gain an appreciation for one statistical method well suited for understanding change over time-latent growth curve modeling.
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Illustrating career advancement opportunities in IR with web-scraped data
Dugan, B.
Association for Institutional Research Annual Forum, Denver, CO, 2019, May.

Measuring quality in online education: A NSSE–QM collaboration
Sarraf, S., Kinzie, J., & Burch, B.
Association for Institutional Research Annual Forum, Denver, CO, 2019, May.
The purpose of this discussion is to explore the extent to which the actual experiences of learners in online courses align with standards for quality online courses as reflected in the Quality Matters Rubric. QM has a dearth of cross-institutional data. NSSE helped! The question set was administered via the standard NSSE administration in spring 2018 to about 6,000 first-year and senior undergraduate students from 21 four-year colleges and universities (non-profit, publics and privates, some QM members) who responded about their online learning experiences in “entirely online courses” for that term.
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Tableau tips and tricks: Building dynamic dashboards with survey data
BrckaLorenz, A., & Kirnbauer, T.
Association for Institutional Research Annual Forum, Denver, CO, 2019, May.
IR professionals are responsible for communication information to a broad audience through interactive data visualizations. For many professionals, using Tableau as a tool to create dynamic and appealing visualizations may be frustrating. The purpose of this poster presentation is to help decode Tableau jargon and provide participants with a guide for using essential Tableau features. This presentation will provide guidance on how to import custom colors, the power of using calculated fields and parameters, and other suggestions for building Tableau dashboards using survey data. Examples of visualizations will be shown using data from the Faculty Survey of Student Engagement (FSSE).
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The effect of nonresponse bias in undergraduate student surveys
Fosnacht, K., Gonyea, R., & Cole, J.
Association for Institutional Research Annual Forum, Denver, CO, 2019, May.

Undergraduate living arrangements and persistence
Fosnacht, K., & Gonyea, R.
Association for Institutional Research Annual Forum, Denver, CO, 2019, May.

What's your threshold? How international students use vague quantifiers of behavioral frequency in student surveys
McCormick, A., Rocconi, L., & Dumford, A.
Association for Institutional Research Annual Forum, Denver, CO, 2019, May.
Many student surveys on the undergraduate experience ask respondents to quantify various aspects of their collegiate experiences. Studies of the survey response process have shown that enumeration is cognitively challenging and subject to various forms of error. As an alternative to enumeration, many surveys use vague quantifiers (VQs) such as “very often,” “often,” “sometimes,” “rarely,” or “never.” Previous research findings generally support the use of VQs from a concurrent validity standpoint. One important area that has gone unexplored involves international students—how they interpret and use VQs and whether these interpretations and uses differ from those of domestic students. A related concern involves heterogeneity within the international student population. To the extent that the use of VQs differs between international and domestic students, or differs among international student populations, users of student survey data should be aware of these differences and their implications for the validity and interpretation of results. Informed by these concerns, we ask the following research questions: 1. To what extent do domestic and international students interpret VQs differently? 2. Among international students, to what extent do students from Western and non-Western countries interpret VQs differently?
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Advancing truth: Expanding our knowledge of LGBQ+ faculty
BrckaLorenz, A., Fassett, K., & Merckle, R.
American Educational Research Association Annual Meeting, Toronto, Ontario, Canada, 2019, April.
Most research about queerness at colleges and universities has been aimed at examining the student experience. Research on queer faculty often has quantitative limitations, has grown outdated, or is qualitative in nature. From this, we know that the experiences of queer faculty are often difficult. Through a large-scale, multi-institution, multi-year investigation of LGBQ+ faculty, this study aims to give an overview of the academic lives of these understudied academics. We investigate who they are, at what kinds of institutions are they employed, and different ways they contribute to undergraduate education. With this story, we hope to strengthen the voices of qualitative studies and encourage higher education to think more broadly about notions of diversity and identity.
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An examination of inclusivity and support for diversity in STEM fields
BrckaLorenz, A., Haeger, H., & Priddie, C.
American Educational Research Association Annual Meeting, Toronto, Ontario, Canada, 2019, April.
The lack of diversity in STEM professions is an ongoing concern for the US both in terms of social justice and in having a globally competitive workforce. This study provides information for campus leaders to be proactive in considering a wide array of identities to meet the needs of students beyond attending to structural forms of diversity. Data from a large-scale, multi-institution study of students‘ perceptions of inclusive coursework and institutional commitment to diversity in STEM fields furthers what we know about diversity in these majors. Results encourage campus leaders to additionally consider sexual orientation and disability status in conversations about diversity and to think about how culturally engaging and inclusive courses go beyond the content of the course.
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Centering Black women faculty: Magnifying powerful voices
Priddie, C., Palmer, D., Silberstein, S., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, Toronto, Ontario, Canada, 2019, April.
While much of the quantitative research Black women faculty, has taken a comparative approach to understanding their experiences, this study provides a counternarrative, centering their experiences as faculty. This large-scale, multi-institution glance at Black women faculty helps to give us an overview of these women across the country, looking at who they are, where they are, how they spend their time, and what they value in undergraduate education. This study allows us to strengthen various arguments made in qualitative studies of Black women faculty and give voice to a community that can be invisible. This study reaffirms and reinvigorates the need to continue to create avenues for recruitment, hiring, support, promotion, and retention of Black women across all disciplines.
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Does enjoyment, guilt, and/or rewards motivate faculty research productivity? A large-scale test of Self-Determination Theory
Stupnisky, R., BrckaLorenz, A., & Nelson Laird, T. F.
American Educational Research Association Annual Meeting, Toronto, Ontario, Canada, 2019, April.
What motivates faculty to be productive researchers is largely unknown as institutional, demographic, and social-environmental factors explain limited variance. The current study tested the extent to which self-determined motivation served as a predictor of university faculty member‘s research productivity. Analysis of a large-scale USA sample of 1,980 faculty from 21 institutions using structural equation modeling found autonomous motivation (enjoyment, value) positively related to self-reported research productivity and number of publications, beyond time spent on research. The basic needs of autonomy and competence predicted autonomous motivation, and indirectly predicted achievement. External motivation (rewards) had a relatively small positive relationship with research productivity, while introjected motivation (guilt) had no relationship. The results contribute to both the faculty development and motivation research literatures.
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Employing differential item function analysis in survey research
Paulsen, J., Merckle, R., & BrckaLorenz, A.
American Educational Research Association Annual Meeting, Toronto, Ontario, Canada, 2019, April.
One of the key assumptions involved in using any survey or measurement is that the instrument works consistently across groups. This is particularly important in survey research where group comparisons are ubiquitous. Differential item functioning analysis examines whether the instrument systematically biases in favor of one group. The findings from such an analysis are unattainable in traditional approaches to examining instrument validity, and yet, it is rare to find DIF analysis in surveys. This process illustrates DIF analysis with logistic regression using the Faculty Survey of Student Engagement. We find FSSE items did not show the presence of DIF. This provides confidence to users of this instrument that it measures the same constructs in the same way across different groups.
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Examining students’ use of, preferences for, and learning with e-textbooks
Abaci, S., BrckaLorenz, A., & Quick, J.
American Educational Research Association Annual Meeting, Toronto, ON, Canada, 2019, April.
E-textbooks (e-texts) are becoming more available in higher education as they offer a cost advantage and features that are intended to enhance teaching and learning. Although previous studies speak to student experiences and preferences for e-texts, these studies are often limited in scope. The purpose of this study is to understand student experiences with e-texts and the factors that drive their preferences for textbook medium with a large-scale multi-institution data set. Findings indicate that e-text use and preferences differ by a variety of student characteristics, most notably students‘ class level and major field. In general, students who more frequently used the interactive features of e-texts felt that their use of these tools contributed to their learning and interactions with others.
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Time well spent: Flipped classrooms and effective teaching practices
Fassett, K. T., BrckaLorenz, A., Strickland, J., & Ribera, A.
American Educational Research Association Annual Meeting, Toronto, Canada, 2019, April.
Good teaching practices are the crux of student education and require constant evaluation to meet current generations‘ learning needs. Flipped classrooms have sought a foothold in higher education to provide opportunities for deep learning through the delivery of content online prior to attending class while having activities related to processing and applying the information during class. Using a large-scale, multi-institution study of faculty teaching flipped courses, this study empirically links flipped procedures to other forms of effective educational practice and additionally focuses on the motivations and impacts on the faculty side of this pedagogical practice. Findings indicate numerous learning and development benefits for students with implications for supporting and motivating faculty across disciplines, faculty identities, and course types.
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Comparison of the effects of campus environment and teaching practices on international students' perceived gains through reflective-integrative learning
Oktafiga, D. A., BrckaLorenz, A., & Nelson Laird, T. F.
Comparative and International Education Association Annual Conference, San Francisco, CA, 2019, April.
This session presents findings from a study of international students' college experience that explored the relationships among self-reported perceived gains, reflective-integrative learning, supportive campus environment, and effective teaching practices by considering international students' geographical regions of origin.
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An examination of inclusivity and support for diversity in STEM fields
Haeger, H., BrckaLorenz, A., & Priddie, C.
AAC&U Diversity, Equity, and Student Success Conference, Pittsburgh, PA, 2019, March.
To diversify STEM fields, it is imperative that institutions of higher education move beyond looking at diversity in terms of numerical representation on a narrow set of categories (race/ethnicity, gender 38 and socioeconomic status) by exploring the culture and climate of campuses. Using data from a large- scale, multi-institution study of undergraduate students, we not only look at how proportionally represented students are in STEM fields by a wide variety of identity characteristics, but also explore how perceptions of institutional commitment to inclusivity and culturally engaging coursework compare for STEM and non-STEM students. Within STEM fields, we also examine how students with different identity characteristics perceive institutional commitment to inclusivity.

Improving diversity and inclusion in college courses should account for varied faculty roles
BrckaLorenz, A. & Nelson Laird, T. F.
AAC&U Diversity, Equity, and Student Success Conference, Pittsburgh, PA, 2019, March.
Despite the overwhelming support for including diversity in coursework, experiences, and environments in higher education, our progress in creating diverse and inclusive curricula falls short. Through an interactive discussion of results from an empirical study of nearly 40,000 full-time faculty employed at over 400 four-year colleges and universities over the past five years, participants in this session will explore the relationship between how faculty approach their scholarly work and their inclusion of diversity in the curriculum. Discussion will focus on multiple aspects of courses (i.e., more than course content) and on what participants and their institutions can do to better to support how different types of faculty create inclusive and culturally engaging spaces.
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The relationship between residential learning communities and student engagement
Hurtado, S., Gonyea, R. M., Graham, P. A., & Fosnacht, K.
American College Personnel Association Annual Convention, Boston, MA, 2019, March.
Residential learning communities (RLCs) are residence hall environments designed to deliver academic and social benefits. For decades, RLCs have been touted as an effective means to increase student success. Yet, substantial changes in the defining characteristics of campus housing and student diversity have led to new questions about the impact of living on campus and the benefits of RLCs in particular. Consequently, we investigated the continued efficacy of RLCs as an effective educational practice. Using data from a diverse, multi-institution sample of first-year and sophomore students, this study provides insight into the relationships between RLC participation, student engagement, and perceived gains in learning.
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Creating a lasting impact: Constructing and assessing significant student learning opportunities
Palmer, D., Silberstein, S., & Kinzie, J.
NASPA Annual Conference, Los Angeles, CA, 2019, March.

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Searching for belonging: Queer-spectrum and trans-spectrum students of color in American higher education
Greathouse, M., & BrckaLorenz, A.
National Association of Diversity Officers in Higher Education Annual Conference, New Brunswick, NJ, 2019, March.
This session will highlight findings from a national study of queer-spectrum and trans-spectrum students of color at 4-year colleges and universities across the United States. Participants will learn about the intersections of race, gender, sexuality and gain a better understanding of the experiences, strengths and disparities among queer-spectrum and trans-spectrum students of color.
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Entering students' experience: BCSSE for first-year and transfer students
Cole, J., & Kinzie, J.
Annual Conference on the First-Year Experience, Las Vegas, NV, 2019, February.
Beginning College Survey of Student Engagement (BCSSE) can now be used to survey your first-year, transfer, and older students. Since 2007, nearly 900,000 entering first-year students at more than 500 institutions have completed BCSSE. The updated web survey now includes questions specifically for incoming transfer and older students. This session will describe how data about entering first-year, transfer, and older students provides comprehensive information about your students‘ experiences. Institutions use BCSSE for academic advising, retention models, faculty and staff development, and other assessment needs. This session will present the new survey, revised reports, and details regarding fall and winter administrations.
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Leveraging survey data and predictive analytics to support first-year students
Bombaugh, M., & Cole, J.
Annual Conference on the First-Year Experience, Las Vegas, NV, 2019, February.
This session will discuss the emerging trend of using predictive data to identify and support first-year students. For several years, USF-Tampa has been using an in-house persistence model to identify 10-12% of new first-year students at risk of not persisting to the second year. In Fall 2016, USF incorporated BCSSE data into the predictive model. BCSSE Advising Reports and results are shared with academic advisors, first-year seminar instructors, and housing personnel who provide targeted interventions for these students. BCSSE data not only strengthened the statistical model, but also identified which BCSSE variables were significant predictors of first-year persistence.
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Documenting the value of higher education with student engagement data
Kinzie, J., McCormick, A. C., Gonyea, R. M., & Núñez, E.
Association of American Colleges and Universities Annual Meeting, Atlanta, GA, 2019, January.
A key component of the college value story is the explication of specific knowledge, skills, and habits of mind that students gain from their undergraduate education. This session will demonstrate the use of aggregate National Survey of Student Engagement (NSSE) results to document graduating senior outcomes, highlight new findings from the Senior Transition module that reveal seniors‘ confidence in essen - tial skills and abilities valued by employers, and explore the specific educational practices associated with these outcomes. We will discuss the implications of this narrative; illustrate approaches to communicat- ing it; feature examples from institutions that have used their data to communicate their unique value stories, including students‘ open- ended comments to give authentic voice to the quantitative data and exchange ideas about crafting data-rich value stories.
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Reshaping the narrative on faculty time and motivations
BrckaLorenz, A., & Nelson Laird, T. F.
Association of American Colleges and Universities Annual Meeting, Atlanta, GA, 2019, January.
Often lost in discussions about what students are doing and learning while in college are the critical roles that faculty play in students‘ learning and development. Relying on results from a large-scale, multi-institution study of thousands of faculty members, participants will examine how faculty spend their time on scholarly activities and how this time allocation relates to good teaching practices. Additionally, participants will discuss why faculty might be allocating their time in different ways, focusing particularly on faculty motivations and what institutions could do to support current trends or reshape the narratives about faculty productivity at their institutions. Connecting faculty time allocation to good teaching practices and motivations for teaching and doing research will provide participants with practical solutions and forewarn potential challenges for maintaining or changing current narratives about faculty work and postsecondary educational spaces.
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Mapping and NSSE: Relating institutional internationalization efforts and student global learning
Kinzie, J., Helms, R., & Brajkovic, L.
Association of International Education Administrators Annual Conference, San Francisco, CA, 2019, January.
Using results from the 2016 iteration of the American Council on Education (ACE) Mapping Internationalization on U.S. Campuses survey and NSSE's Global Learning Topical Module, ACE and NSSE conducted a joint analysis of the two data sets to study the relationship between institutional internationalization efforts and the student global learning that results. This session will address the question of "what works" in producing globally competent graduates, along with implications of the research findings for campus strategies and practice.
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